1. Academy status for schools - What does it mean for teachers?
A presentation to: _________
By: _____________________
Date: ___________________

2. What are Academies? Academies are state funded independent schools.
The first academies opened in 2002 under the Labour Government who believed academies could raise academic attainment in schools in the most challenging circumstances.
The coalition Government fast-tracked the Academies Act 2010 through Parliament shortly after it came to power. .

3. Con-Dem Academies
The coalition government wants all schools eventually to be academies or free schools. This would see the breakup of local families of schools and result in fragmentation of our education system.
Any school, that is regarded as “successful” can apply for academy status.
Other schools are being forced to become sponsored academies if they are deemed to be “failing”. At the same time the Government has raised floor standards and changed the Ofsted framework, putting more schools at risk of forced academisation.

4. Teachers in Academies (1)
Academies have significant autonomy over teachers’ pay and conditions and do not have to abide by, for example, locally negotiated collective agreements covering matters such as maternity rights, leave of absence etc.
Transferred staff have some protection under the TUPE Regulations but new staff can be employed under different academy contracts which might have inferior terms and conditions.
This threatens collective bargaining, establishes a two tier workforce and undermines teacher unity.

5. Teachers in Academies (2)
A two-tier workforce means one contract for TUPE transferred staff and a different academy contract for new staff.
Beware proposals to “harmonise” arrangements by changing the contracts of transferred staff - this could mean longer hours, changes to pay policy etc.
Transferred staff should resist pressure to sign new contracts and give away protected rights – there is no obligation to do this.

6. Academy Funding
Academies keep an amount of money in respect of central services previously provided by local councils. This puts those services at risk since the LA may not be able to continue to provide this specialist provision without a secure funding stream.
The same services will cost more when bought from the private sector band quality is likely to be compromised. Private companies will take a profit and their overheads will be higher without the economy of scale councils can achieve
The private sector can’t match the LA expertise and experience when serious problems arise.

7. LA Services Rebuild after damage from storm or fire
Financial and budgeting support
Payroll and Pensions
Legal Cover
EAL Support
The EDC
School Improvement
Behaviour Support
Data analysis
SEN Support
Governor support

8. NUT Concerns (1)
Changing the status of a school does not raise standards – to do that the Government needs to target resources on teaching and learning.
Academies control their own admissions, this is making school place planning chaotic and unfair and has fuelled the school place crisis affecting many parts of the country as LAs cannot require an academy to expand.
Academies are not democratically accountable to the community through elected local authorities.

9. NUT Concerns (2)
Governance arrangements are less robust. There are just two elected parent governor with all other governors appointed by the Academy Trust or Sponsor. There is no automatic place on an academy governing body for teacher or staff governors, local authority or community governors.
The academy programme transfers public assets to private ownership – the school’s land, buildings and contents are transferred to the sponsor or Academy Trust on a 125-year lease.

10. Resisting academy status (1)
In converter academies, governors take the decision on whether to apply to the Government to become an academy. They can take the decision before any consultation with staff or parents although the NUT argues that they should consult first.
In forced academies, governors will be instructed to apply for academy conversion, often under threat of having an interim executive board (IEB) imposed if they refuse.

11. Resisting academy status (2)
Call a Union meeting and discuss what academy status will mean for teachers and the school community.
Use the Toolkit Defending State Education available at to build a campaign of opposition within the school community.
Recruit teachers who are not in a union to the NUT and if you haven’t got an NUT Rep – elect one now. Keep your Division/Association and Regional Office informed of what is happening in your school and seek advice and support from them.

12. Resisting academy status (3)
Don’t leave it to others - the strength of the union and any campaign against academy status will depend upon all members being active.
If despite members’ efforts the school does become an academy, use the Toolkit Protecting Members in Academies available at to ensure you obtain the best possible arrangements for all staff.

13. But Remember !
The NUT is the union for all qualified teachers – whether in maintained schools or academies.
Whether or not your school becomes an academy you should continue to recruit and build the NUT as the way to preserve the best possible terms and conditions of employment. The NUT is your union. A collective voice in each school is vital in promoting the interests of teachers and the teaching profession.
Your Division/Association and Regional Office are there to support you.

14. Keep in touch
Keep your Division/Association in touch with developments in your school.
Contact if you would like campaigning materials.
Check the NUT website for latest updates Toolkits and other materials.